This is a PowerPoint presentation about the different symbols of America. This is for elementary school students to learn about the different symbols of America and what a symbol is. ...

In this learning object, students will learn how to format in-text citations and reference list entries for various multimedia.

Students create a new presentation, or take an existing one, and make it interactive in Scratch.

In this lesson, students begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

This Social Studies Set contains 96 High-Quality PNG images in full color. You are free to download and use these images in your classroom.

This lesson alerts students to the fallacies that surround them every day. The fallacies used in advertising are often overlooked without the tools needed to examine them critically. In this lesson, students deconstruct fallacious images and messages in advertisements and demonstrate their understanding of the fallacies through multimedia presentations. The presentations provide an anchor for shared understanding.

This course provides a critical analysis of mass media in our culture. Various types of media such as books, films, video games, and online interactions will be discussed and reviewed. This course will also evaluate how information and ideas travel between people on a large scale.

This web page contains a set of 3D simulations and visualizations relating to supplement a calculus-based course in Electricity and Magnetism. Topics include the electric field of a positive and a negative charge, van de Graaff generator attracting and repelling a charge, creating and destroying an electric field, charge interactions, interactive molecules in 2D and 3D, lattices, an interactive electrostatic force experiment, and an electrostatic video game. Formats for these resources include Shockwave, Java (jnlp files), and MPEG. In addition, the TEAL project has made course notes, labs, and presentations available as part of the MIT Open Courseware Repository.

This LO covers how to create both the in-text citation and works cited citation for different types of multimedia including images, audio, and video.

This seminar provides intensive study of exciting texts by four influential American authors. In studying paired works, we can enrich our sense of each author's distinctive methods, get a deeper sense of the development of their careers, and shake up our preconceptions about what makes an author or a work "great." Students will get an opportunity to research an author in depth, as well as making broader comparisons across the syllabus.

Close study of a limited group of writers. Instruction and practice in oral and written communication. Topic for Fall: Willa Cather. Topic for Spring: Oscar Wilde and the 90s. From Course Home Page: This seminar provides intensive study of texts by two American authors (Herman Melville, 1819-1891, and Toni Morrison, 1931-) who, using lyrical, radically innovative prose, explore in different ways epic notions of American identity. Focusing on Melville's Typee (1846), Moby-Dick (1851), and The Confidence-Man (1857) and Morrison's Sula (1973), Beloved (1987), Jazz (1992), and Paradise (1998), the class will address their common concerns with issues of gender, race, language, and nationhood. Be prepared to read deeply (i.e. a small number of texts with considerable care), to draw on a variety of sources in different media, and to employ them in creative research, writing, and multimedia projects.

In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and "primitive" art.

This course analyzes major modern plays featuring works by Shaw, Pirandello, Beckett, Brecht, Williams, Soyinka, Hwang, Churchill, Wilson, Frayn, Stoppard, Deveare Smith, and Kushner. The class particularly considers performance, sociopolitical and aesthetic contexts, and the role of theater in the world of modern multimedia.

Gives students the necessary language skills to successfully employ Spanish in a variety of social situations. Focuses on oral communication and uses popular media for listening practice. Student projects involve reading, oral presentations, and classroom interaction. Emphasizes communication skills needed by students in engineering and management for work in Latin America or Spain. Taught in Spanish. A second-year intermediate course that includes vocabulary enhancement and limited review of selected points of grammar. Focuses on listening comprehension and speaking, with group activities, discussions and individual oral reports based on readings, films, music and art.

In this lesson, students consider the unit research question and develop specific categories for research. Then, in small groups, students read texts about how kids have made a difference and take notes using those categories (RI.4.1, W.4.7, W.4.8).
W.4.8 requires students to gather information from print and digital sources. As such, this lesson is designed for students to use internet sources as texts. If the technology necessary for students to complete the reading is unavailable, give them printed copies of possible texts from which to choose. Note that "Protecting Our Planet" is not a website and is provided (see supporting materials).
Students who finish quickly or require an extension can use a search engine to find their own sources.
In this lesson, students focus on working to become effective learners by focusing on a characteristic of their choice as they work in expert groups to begin their research.

In Opening B, students reread Eight Days: A Story of Haiti in reading triads. The focus of reading this time is to practice reading fluency, so students provide kind, specific, and helpful feedback to their triad peers using the criteria on the Fluent Readers Do These Things anchor chart (RF.5.4).
As a class in Work Time A, students analyze the illustrations in the text for how they contribute to the meaning, tone, and beauty (RL.5.7).
In the Closing, students complete a QuickWrite to explain how the illustrations in Eight Days: A Story of Haiti contribute to the meaning, tone, and beauty of the text (RL.5.1, RL.5.7).
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion as they participate in a peer critique of reading fluency.

In Opening A, students watch the video and read aloud the song lyrics to
"In the Water Where the City Ends" in reading triads (RF.5.4). This song is about the tsunami that devastated Japan's Tohoku area after an earthquake in 2011. After reading, students identify the meaning of unfamiliar words and phrases (RL.5.4, L.5.4). Note: Although the video accompanying this song is an abstract animation, students may find the representation of devastation to homes and people upsetting. Please preview the video and determine whether any students--such as those who have experienced a natural disaster--need to be prepared in advance to watch it.
In Work Time A, students answer text-dependent questions in their reading triads. The purpose of answering these questions is to help students dig deeper into the human impact of a natural disaster, including how the speaker in a poem reflects upon a topic (RL.5.1, RL.5.2). Students also practice using synonyms, antonyms, and homographs to better understand words (L.5.5c).
In the Closing, students analyze how the visuals in the video contribute to the meaning, tone, and beauty (RL.5.7). They then complete a QuickWrite to explain their ideas (RL.5.1, RL.5.7).
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion if classmates are upset by events in the text.
Students who finish quickly or require additional challenge can analyze the excerpt of text in the second row of the chart for Question 6 on the text-dependent question sheet, and then add to their QuickWrite.

In Opening A, students watch part of a video, read part of the first stanza of the poem "O' Beautiful Storm," and then identify the meaning of unfamiliar words and phrases (RL.5.4, L.5.4). This poem is about Hurricane Katrina, which caused severe devastation along the Gulf Coast of the United States from central Florida to Texas in 2005, with some of the most significant devastation in New Orleans, Louisiana.
Note: The video is called "Katrina: Don't Let Her Go" and the poem is called "O' Beautiful Storm," so there are references to both throughout this lesson.
Note: Only the first seven lines of the first stanza of this poem have been used because later lines contain inappropriate content for students of this age. As a result, students do not view this video on their own devices.
The images accompanying the first stanza of the poem are video footage of the damage taken after the hurricane. Preview the video before showing it to your students and determine whether any students need to be prepared in advance to watch this video (those who have experienced a natural disaster, for example).
In Work Time A, students answer text-dependent questions in their reading triads. The purpose of answering these questions is to help students dig deeper into the human impact of a natural disaster, including how the speaker in a poem reflects upon a topic (RL.5.1, RL.5.2). Students also practice using synonyms, antonyms, and homographs to better understand words (L.5.5c).
In the Closing, students analyze the visuals in the video for how they contribute to the meaning, tone, and beauty of the text (RL.5.7). They then complete a QuickWrite to explain their ideas (RL.5.1, RL.5.7). To gradually release students in preparation for the mid-unit assessment in the next lesson, they work in triads without teacher guidance to complete the three-column Meaning, Tone, and Beauty Chart before completing their QuickWrite.
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion if classmates are upset by events in the text.